Relationship between the WAIS-R and Wide Range Achievement Test-Revised

Abstract

This study is a concurrent validation of Level II of the WRAT-R using the WAIS-R Verbal, Performance, and Full Scale IQ scores as criterion measures. Forty-five subjects were administered the WAIS-R and WRAT-R and their scores correlated. The results showed the same pattern of correlations between the WAIS-R IQ scores and the WRAT-R Reading, Spelling, and Arithmetic standard scores that has been found between the WAIS and WRAT and the WISC-R and WRAT. For this sample, the standard scores on the WRAT-R averaged approximately nine points below the average WAIS-R IQ scores. The inclusion of some retarded subjects in the sample may have lowered the mean standard scores for the WRAT-R. Prior research has indicated that WRAT scores are not predicted effectively by IQ scores of retarded subjects. While the WRAT-R appears to have the same relationship to intelligence scores as the WRAT, further research is needed to determine if this holds for other subject groups and for Level I of the WRAT-R.

Review of research conducted in psychology program training clinics.

“…Bry mentioned the use of a computerized management information system for administrative purposes but did not address support for research. The TC at the University of Alabama has fostered a number of published studies on assessment and behavioral intervention (Beck & Spruill, 1987;James, Thorn, & Williams, 1993;Jamison & Scogin, 1992;Scogin & Prohaska, 1992;Scogin, Rickard, Kerth, Wilson, & McElreath, 1992;Spruill, 1991;Spruill & Beck, 1986a, 1986b, but neither these articles nor any other published work provides much contextual information. Finally, a recent book describing psychotherapy research programs around the world contains two examples that are connected with TCs (Elliott, 1991;Stiles, Sloan, Meshot, & Anderson, 1991), but again, these chapters do not address the particular issues of conducting these programs in a TC context.…”

“…TC research on psychological assessment takes several forms. Many of the studies concern the development, psychometric evaluation, or application of scales and tests (e.g., Beck & Spruill, 1987; Fastenau, 1992; Frenz, Carey, & Jorgensen, 1993; Raulin, 1984; Spruill, 1991; Spruill & Beck, 1986a, 1986b, 1988; Stone & Schneider, 1975; Trull, 1993). Although these researchers used samples from TCs, none of the studies provide a basis for estimating scores or relationships between variables for the population of clients in those clinics, nor did the researchers make any efforts to describe the general TC client populations on standard instruments.…”

School achievement strongly predicts midlife IQ

“…WAIS-R correlations with school achievement were r ≈ 0.65 for VIQ and r ≈ 0.54 for PIQ (Ryan & Rosenberg, 1983;Spruill & Beck, 1986). This may be related to the strong knowledge content composing the VIQ subtests that is similar to material found on school achievement tests.…”

Reading the mind in the eyes and cognitive ability in schizophrenia- and autism spectrum disorders

“…This could be due to differences between the WAIS and the WRAT-3 estimates of cognitive ability. However, previous research indicates that the WRAT and WAIS-R have similar relationships to levels of general intelligence scores (Spruill & Beck, 1986). Similarly, the WAIS short forms showed consistency in measuring general intelligence scores when compared to the longer WAIS-R form (Pilgrim, Meyers, Bayless, & Whetstone, 1999; van Ool et al, 2018).…”